[lg policy] bibitem: Teachers as Language Policy Planners: Incorporating Language Policy Planning into Teacher Education and Classroom Practice

[Harold Schiffman]

Teachers as Language Policy Planners: Incorporating Language Policy
Planning into Teacher Education and
Classroom Practice

Rachel Throop
University of Pennsylvania

Teachers are not passive recipients of language policy; rather, they play an
instrumental role in classroom language policy (re)creation. All teachers,
whether teaching mainstream or English Language Learner/ Bilingual
Education (ELL/BLE) classrooms, are inevitably engaged in acts of language
planning and policy each day. In this paper, I argue that teachers
can and should proactively (re)create language policy to make classrooms
more equitable spaces for students acquiring English as an additional language.
I also advocate more explicit acknowledgement of the limitations
of schools and schooling. Focusing specifically on the importance of
adding language planning and policy (LPP) to the teacher preparation
period, I claim that the practice of LPP can simultaneously help new
teachers better support the success of students learning English, while
also furthering the broader goals of teacher education programs.

http://www.gse.upenn.edu/sites/gse.upenn.edu.wpel/files/archives/v22/v22n2_Throop.pdf

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